Overview

This book argues that developmental approaches to observation in childhood pedagogy are limiting, that there is an urgent need to unsettle and reimagine observation, proposing new postdevelopmental theories and modes of inquiry for educators. Written by leading scholars based in Australia, Canada, Finland, New Zealand, the UK and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and sociocultural and multimodal approaches to early childhood the chapters cover a range of areas from early childhood art and observational literacy tools to intergenerational research, and using photography and video in observations.

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9781350369689

Table of Contents

Reviews

This book offers a way of progressing children’s learning by tuning in to children, identifying their broader interests through ‘noticing’, rather than looking for a particular developmental milestone. It deliberately shies away from the mundane and limiting focus on literacy, foregrounding the power of creativity in developing the whole child. The language used is accessible yet professional, recognizing the potential of early childhood professionals to push beyond the boundaries of policy, restrictive practices and deterministic developmentalism. The pedagogy of ‘sparks, pulses and flows’ is empowering, and is explained and explored with good examples to support practitioners in challenging their pedagogy. * Helen Perkins, Open University, UK * This book will be an invaluable resource. It pursues, challenges and deconstructs predominant and traditional ideas surrounding ‘observations.’ Such ideas are predicated and supported by developmental psychology and can as a consequence lead to the toxic consequences of ‘normalising’ some children whilst others are seen as deficit. An engagement with this book will alter what is means to observe and in so doing will be a step closer to more equitable ways of observing. * Liz Jones, Manchester Metropolitan University, UK *

"""This book offers a way of progressing children's learning by tuning in to children, identifying their broader interests through 'noticing', rather than looking for a particular developmental milestone. It deliberately shies away from the mundane and limiting focus on literacy, foregrounding the power of creativity in developing the whole child. The language used is accessible yet professional, recognizing the potential of early childhood professionals to push beyond the boundaries of policy, restrictive practices and deterministic developmentalism. The pedagogy of 'sparks, pulses and flows' is empowering, and is explained and explored with good examples to support practitioners in challenging their pedagogy."" --Helen Perkins, Open University, UK ""This book will be an invaluable resource. It pursues, challenges and deconstructs predominant and traditional ideas surrounding 'observations.' Such ideas are predicated and supported by developmental psychology and can as a consequence lead to the toxic consequences of 'normalising' some children whilst others are seen as deficit. An engagement with this book will alter what is means to observe and in so doing will be a step closer to more equitable ways of observing."" --Liz Jones, Manchester Metropolitan University, UK"

Author Information

Mona Sakr is Associate Professor of Early Childhood at Middlesex University, UK. Jennifer Rowsell is Professor of Digital Literacy at the University of Sheffield, UK. Kortney Sherbine is an independent researcher in Pittsburgh, Pennsylvania, USA.

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